Exploration of O-PIRTAS Flipped Classroom Combined with TBL in Quality Education of Basic Medical Courses ———Taking the Molecular Mechanism of Cellular Signal Transduction as an Example / 中国生物化学与分子生物学报

Basic medicine is the starting point to contact medicine for students, and also the key period for the formation of professional ethics and core qualities. While imparting basic professional knowledge, it is necessary and effective to integrate ability training and value guidance into the whole person education and carry out the fundamental task of building moral principle and cultivating students. Based on the high-quality resources of national online first-class courses, the teaching team combined the advantages of O-PIRTAS flipped classroom and TBL teaching, and explored the molecular mechanism of cell signal transduction in practice. Through introducing rich and diversified materials and cases, such as Nobel Prize research process, major research achievements of Chinese scholars, frontier progress of disciplines, mechanism of action of targeted drugs, clinical diseases, etc, students were guided to gain knowledge, exercise ability and improve quality via discussion and cooperation. Through the interactive links of online and offline, in-class and out-of-class, individual and team, listening and speaking, learning and practice, basic theory and extension and exploration, students’ abilities in autonomous learning, team cooperation, communication and expression had been significantly improved and they had a deeper understanding of scientific spirit and humanistic spirit. At the same time, students have been trained with preliminary dialectical thinking and innovation consciousness, enhanced sense of mission and national confidence, and strong professional concept of serving people’ s health. The teaching team believes that the high-quality resources and the control of exploration activities are important steps to improve the teaching effect of O-PIRTAS flipped classroom combined with TBL.

Practice and reflection on the curriculum construction of basic medical sciences—Taking the medical microbiology as an example / 中华医学教育探索杂志

Medical microbiology is one of the compulsory courses of basic medical sciences, which lays an important theoretical foundation for the follow-up study of infectious diseases, contagions, tumors, and so on. The course of medical microbiology in our college adhered to the concept of student-centered, diversified teaching, scientific evaluation, and continuous improvement. Teaching design was a cross-link of general theories, specific chapters, clinical cases, theory and practice, and the ideological and political education throughout the curriculum. Lectures adopted the mode of offline teaching (such as flipped classroom, case analysis, and comprehensive experimental design), online assistance (such as classroom test, stage test, extracurricular homework, and questionnaire survey), and combined process evaluation. This teaching mode also reflected the deep integration of information technology and classroom teaching. With the development and construction in these years, medical microbiology has completed the renewal of curriculum resources, the construction of online question bank, the construction and design of ideological and political case bank, and process evaluation (10 points of usual score + 10 points of case study + 10 points of experimental performance + 100 points of final examination multiplied by 70%). There was no significant difference in the results of qustionnaire survey in terms of the improvement of independent learning ability, curriculum evaluation system and satisfaction feedback. Students in Batch 2019 were most satisfied with the teaching of keeping pace with the times and the guidance of positive outlook on life and values.

Medical Students' Attitude and Perception Towards Basic Medical Science Subjects at Wollo University, Northeast Ethiopia.

INTRODUCTION: The knowledge of basic medical science could help to remember a fact and be used to understand causal mechanisms of disease process that improve the accuracy of diagnostic formulations. OBJECTIVE: To assess the perception and attitude of medical students towards basic medical science subjects along with retention rate and clinical relevance in Wollo University. METHODS: Institutional-based cross-sectional study design was employed in Wollo University from September, 2020 to October, 2020. A pre-tested and structured self-administered questionnaire was used for data collection. All opinions were rated using a positive-point Likert scale, which ranges from "strongly disagree" to "strongly agree." The data were entered and analyzed using SPSS version 20. RESULTS: A total of 153 students participated with a 100% response rate. Among them, 45 (29.4%), 38 (24.8%), 39 (25.5%), and 31 (20.3%) were PC-II, C-I, C-II, and Intern students, respectively. Ninety-six (62.7%) of medical students were very much interested in basic medical science subjects. But, 113 (73.9%) of them did not have plans to join the subjects as a future career. The main reasons in more than half 85 (55.7%) of the respondents were less financial growth followed by less chance of promotion 31 (20.3%). There were 66.7% of the students who considered anatomy as clinically relevant, whereas 53.6% and 47.1% considered physiology and biochemistry, respectively, to be clinically relevant. The number of students who could recall anatomy and physiology during relevant clinical discussions was 102 (66.7%) and 85 (55.6%), respectively. This percentage was relatively less for biochemistry (26.8%). CONCLUSION: In conclusion, medical students have a positive attitude towards basic medical science subjects. However, they are hesitant to join the field because it offers them less financial growth and few chances of promotion. Moreover, anatomy and physiology were highly relevant subjects during clinical practice. But, the retention rate of basic medical science knowledge during their clinical year was low.

A comparative study of online learning in response to the coronavirus disease 2019 pandemic versus conventional learning.

OBJECTIVES: To explore the attitude and perception of undergraduate medical students and their staff towards the educational methods (conventional versus online) and to assess their performance accordingly. METHODS: It was a comparative cross sectional study, conducted at the Faculty of Medicine, Al- Imam University, Riyadh, Saudi Arabia on May 30, 2020. A structured questionnaire was designed to collect the data from students and staff about conventional teaching, online teaching, conventional examination and online examination. It was in the form of 5-point Likert-type scale ranging from 5-strongly agree, to 1-strongly disagree, in addition to age and gender. The results of conventional and online examination were recorded. RESULTS: The total sample reached 230 students and 20 staff. Mean scores for conventional teaching and examination were significantly higher than online. The mean values for grades of online final examination was significantly higher than those of midterm conventional examination. Most of the statements related to conventional teaching and examination attained a good response where students and their staff conveyed a negative perception pertinent to online examination. Students and staff showed a higher percentage of agreement in favor of online examination allowing immediate feedback. CONCLUSION: Conventional teaching was perceived as more effective, accessible, less technical difficulties and less fraud and cheating. Online learning, should be allowed in undergraduate medical education, by combining it with conventional learning, and students should be prepared to it.

Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School.

The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the "old" curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula successfully. The modifications to the teaching and assessment of the core basic medical science subjects have resulted in improved learning and performance at the final examinations.

Proposal for research and education: joint lectures and practicals on central nervous system anatomy and physiology.

We coordinated anatomy and physiology lectures and practicals to facilitate an integrated understanding of morphology and function in a basic medical science program for dental students and to reduce the time spent on basic science education. This method is a means to provide the essential information and skills in less time. The overall impression was that the practice of joint central nervous system lectures and practicals was an efficient method for students, which suggests that joint lectures might also be useful for clinical subjects. About two-thirds of students felt that the joint anatomy and physiology lecture on the central nervous system was useful and necessary in understanding the relationship between morphology and function, at least for this subject. One-third of students were neutral on the effectiveness of this method. However, the survey results suggest that improvements are needed in the method and timing of joint lectures and practicals. The present teaching approach can be further improved by conducting combined lectures in which the form and function of anatomic structures are presented by the relevant departments during the same lecture. Finally, joint lecturers and practicals offer an opportunity to increase student understanding of the importance of new research findings by the present authors and other researchers.

Impact study of basic medical research based on web of science / 中华医学科研管理杂志

Based on ESI web of science,the article analyzed papers published by three Medical Schools from 2001 to 2012 in terms of volume of publication,cited times,discipline distribution,au thors and cooperation,and determined each factor's impact on research output and performance.Sug gestions and advice were given to enhance the overall basic medical science research level.

Development of major of basic medical science and reflection on the talents cultivation / 中华医学教育探索杂志

Aiming at the cultivation of basic medical science talents, the paper introduced and summarized the background, characteristics and development trends (expand of the team, de-crease of the schooling and increase of the interdisciplinary course) of basic medical science major. Three cultivation models of this major in China were introduced and discussed in the article.

Study and practice on neotype run mode of experimental teaching center of basic medical science / 中华医学教育探索杂志

This article introduces how the experimental teaching center of basic medical science of Wuhan University of Science and Technology takes the teaching quality as the center,enhances reform of administration system,consummates experiment teaching system and builds neotype run mode of experimental teaching center of basic medical science. The overall construction of experimental teaching model center is thus promoted.

An Integrated High School-University Lecture Program in Basic Medical Science / 医学教育

Integrated lecture programs for high school students involving university teaching staff have recently become popular. Here, we report on such a program involving lectures on tumor pathology attended by 110 high school students at the Yokohama City University School of Medicine. Two weeks before the lectures at our university, the students were given a 45-minute introductory lecture by a teacher at their school. The 1-day course at our university comprised an overview lecture by the author (40 minutes), light-microscopic observation of histologic specimens of normal and tumor tissues (50 minutes), and a summary with an introduction to diagnostic pathology (20 minutes). During light-microscopic observation, medical students served as teaching assistants. The high school students were given handouts of microscopic

Reformation and Exploration of Contents and Methods in Teaching Pharmacology for the Students in Major of Basic Medical Science / 中华医学教育探索杂志

Directing at the cultivating aims of the students in major of basic medical science,the article expounds some instruction innovations in teaching pharmacology.We introduce some social practical problems and some research fields which evolve rapidly to the teaching class by compiling the teaching materials,conducting lectures and giving discussion lessons.In addition,we incorporate the cultivation of students' capability of doing scientific research to the teaching work through guiding them how to read references,directing them to finish independently the project of experiment designed by themselves and operating group activities instructed by their supervisors in the department of pharmacology.

A Tentative Discussion on Bilingual Teaching in the Undergraduate Course of Basic Medical Science of Medical Colleges / 中华医学教育探索杂志

To explore the teaching model on bilingual teaching in the undergraduate course of basic medical science of medical universities,we carried out the different models of bilingual teaching in the courses of physical chemistry,pathology and physiology.Moreover,the investigation and assessment of bilingual teaching were made.The results showed that bilingual teaching of basic medical science should be carried out step by step and with programming and different modes.

Promovendo o aprendizado de ciência médica básica (neurofisiologia) por resolução de problemas (pbl)

Resumo: O ensino de ciência, médica básica (neurofisiologia) apoiando na resolução de problemas (problem-based learning) almeja ser um método de aprendizagem ativa que envolve raciocínio, e procura enfrentar a memorização passiva do conhecimento. É apresentado um tutorial de como desenvolver "problemas", com classificação de níveis e uma descrição de experiência em progresso.

Summary Basic medical science teaching (neurophysiology) aided by problem-based learning intends to be a method where active learning is applied to cope with a tendency to know facts by heart without reasoning. A tutorial shows how-to create and classify problems and an experience in progress using this procedure is described.

EFFECTS OF ANISODAMINE ON [Ca~(++) ]i RISES EVOKED BY A_(23187) IN HUMAN PLATELETS / 中国药理学通报

Intracellular [Ca+ + ]i was examined using Quin-2. Resting [Ca+ + ]i in platelets loaded with Quin-2 in media containing either 1 mmol/L CaCl2. or 2 mmol/L EGTA was 52.1?5.2nmol/L, 28.4+5.1 nmol/L, respectively. The concentration of external calcium appears to play an important role in cytosolic Cat++ hemeostasis in platelets. Stimulation with A2 3187( 25nmol/L ) caused [Ca++]i to peak at 145?30.8 nmol/L in the presense of extracellular 1mmol/L CaCl2 and 34.4?2.4 nmol/L after addition of 2 mmol/L EGTA. These data suggested that the most of this rise results from calcium entry across the plasma membrane, with a small contribution to the discharge of intracellular pool of Ca++.Anisodamine ( 100?mol/L ) had no effects on resting [Ca + + ]i and A23187-evoked [Ca++]i level in the absence of CaCl2, Anisodamine ( 100?mol/L, 25?mol/L), verapamil ( 10?mol/L ) decreased the A23187 -evoked [Ca++ ]i rises in the presence of CaCl2 by 38%, 34%, 25%, respectively. These results provided a mechanism for the calcium antagonistic effects of Anisodamine.